The Advantages of Coeducation in Kenyan Colleges.

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dc.contributor.authorwaeni kamweli, Rosa
dc.date.accessioned2019-02-28T07:35:41Z
dc.date.available2019-02-28T07:35:41Z
dc.date.issued2001-05
dc.description.abstractThe aims of this research was to find out the advantages of coeducation in Kenyan colleges. To be able to make the study, two religious-run colleges with males and females studying together were chosen. The colleges were Marist International Centre and Tangaza Colleges. The objectives of the study included finding out ways in which coeducation fosters maturity in a person and its social context. To identify the problems that inhibit the learning process due to coeducation. To find out if the students have particular difficulties in relating together. To find out which particular problems the administration encounters because of co-education. To be able to achieve these objectives, four research questions were used in all the findings in order to help the researcher prove if coeducation has advantages in Kenyan colleges. They were also prepared to know from the respondents if they approve or disapprove the researchers hypotheses. The researcher used one instrument to be able to gather the information; the questionnaire. These questionnaires were sent to the students only. They were composed of open-ended questions and closed-ended questions. Open-ended questions helped to give more information since the students showed their broad ideas on the subject. The outcome of the study shows that coeducation in Kenyan colleges has many advantages that have been proved correct by the respondents Through coeducation, one learns to relate better with the opposite sex, self-awareness that takes place Some students even feel that coeducation helps them to shape the way they expose themselves and their behaviour towards others. If coeducation reduces taboos that had been developed before, then this is a great advantage. Most students expressed that; it raises their self-esteem. The study then gives some recommendations to the students themselves, the administration in both colleges and to the formators. Students should learn to integrate what they learn in academic so that they can apply in their daily lives. The formators should also help them to do the same. The administration must help the students to have a holistic kind of education by increasing the number of female students and lay students. Finally, the researcher suggests some areas of further study on coeducation. For instance, the research is limited to a religious run College. It would be very interesting to conduct the same research on other public universities both within Nairobi and even outside of Nairobi. Since the researcher was limited by time, few instruments of data were used to be able to get the data for analysis, it would be interesting to conduct the same research and collect data from neighbours of any university.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12342/695
dc.language.isoenen_US
dc.publisherTangaza University Collegeen_US
dc.subjecteducationen_US
dc.subjectCollegesen_US
dc.titleThe Advantages of Coeducation in Kenyan Colleges.en_US
dc.title.alternativeA Case Study of Tangaza and Marist Colleges.en_US
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Bachelor of Education Arts & Science